Políticas públicas de inclusão escolar e o trabalho do monitor.

Abstract

In recent years, the role of the school monitor, a support professional, has gained prominence in discussions about inclusive education and public policies. With the growing focus on inclusion and student well-being, especially for those with disabilities, the presence of monitors in schools has become essential. This study investigates the perceptions of these professionals regarding their roles and the challenges they face in the educational context. The research, comprising document analysis followed by the application of questionnaires and focus groups, employed Bardin's Content Analysis for data examination.The study reveals a lack of clarity about the responsibilities of these monitors. The analysis of legal frameworks and their practices underscores the need for better job descriptions and the provision of initial and ongoing training for these professionals, as their actual work often exceeds the prescribed duties. A critical issue identified was the communication gap within teams and the detailed information about students with disabilities (PwD), leading to the development of a Protocol for Continuity of Care Strategies: for support professionals - monitors. This protocol aims to ensure efficient information exchange among monitors to enhance student support and foster collaboration between monitors, teachers, and the school community.